Over the past 20 years, the internet has provided an expedient mode of communication and access to a wealth of information. The internet is a valuable tool; however, it can also be detrimental to the wellbeing of children due to numerous online hazards. There is the potential for children to be abused via cyberspace through online sexual solicitation and access to pornography. Indeed, the internet is replete with inappropriate material, including pornography, chatrooms with adult themes and access to instant messaging wherein others could misrepresent themselves. Because children are actively utilizing the internet where unknown others can have access to them or where they can be exposed to inappropriate sexual materials, they require safeguarding and education in safe internet use. The purpose of this article is to provide a discussion of how to safeguard children from and educate them about online sexual solicitation and pornography. We contend that society needs an overall conceptual shift in its attitude towards young people's internet use.

No abstract

Ms. Carol is concerned about Dominique, one of the children in her preschool class, who has difficulty interacting appropriately with peers and often engages in aggressive behaviors. Ms. Carol wants to intervene with Dominique and collect data to see how she responds. Similarly, Ms. Kathy is concerned about the early literacy development of one of the children in her class. Jaylen does not seem to be acquiring phonological awareness skills at the same rate as his peers. Ms. Kathy wants to work with him individually and track his progress, but she is not sure how to go about doing this. Another teacher, Mr. Nick, has been working on increasing Trevor's participation in activities in his inclusive preschool classroom. However, after 3 months, Mr. Nick is not seeing much improvement in this area, according to his daily class notes. These teachers have similar needs and interests_they wish to intervene with children individually and intentionally and to systematically assess the effects of their efforts to determine whether the children are making adequate progress. Where do they start?

No abstract

The ability to collect, organize graphically, understand, interpret, and use data to make decisions is becoming more central to the role of early childhood practitioners. One consideration in practitioner use of data is the acceptability of the method of data display. The purpose of this study was to explore Head Start teachers’ preference for and acceptability of four methods of data display. In addition, the authors examined teacher accuracy in using various methods of data display and the relation between acceptability and accuracy. Finally, the authors included teacher educational level to examine its relationship to preference, acceptability, and accuracy. In general, results from the sample of teachers ( N = 172) indicate that they had distinct preferences for specific types of data display and that acceptability varied for different methods of display. Furthermore, accuracy of use varied by method of data display, but acceptability did not appear to influence accuracy. Teacher educational level was not statistically related to teacher preference, acceptability, or accuracy. The authors discuss results in the context of the increasing use of graphic displays in early childhood contexts and associated practical implications.